Post‐event information presented in a question form eliminates the misinformation effect

This study investigated the influences of sentence surface forms on the misinformation effect. After viewing a film clip, participants received a post‐event narrative describing the events in the film. Critical sentences in the post‐event narrative, presented in either a statement or a question form, contained misinformation instead of questions with embedded false presuppositions; thus participants did not have to answer questions about the original event. During the final cued‐recall test, participants were informed that any relevant information presented in the post‐event narrative was not in the original event and that they should not report it. Consistent with previous findings, Experiment 1 demonstrated that post‐event information presented as an affirmative statement produced the misinformation effect. More importantly, post‐event information presented in a question form, regardless of whether it contained a misleading or studied item, increased the recall of correct information and reduced false recall. Experiment 2 replicated the main finding and ruled out an alternative explanation based on the salience of misleading items. Post‐event information presented in a question form created a condition similar to that which produces the testing effect.     

Need for closure and heuristic information processing: The moderating role of the ability to achieve the need for closure

In contrast to the ample research that shows a positive relationship between the need for closure (NFC) and heuristic information processing, this research examines the hypothesis that this relationship is moderated by the ability to achieve closure (AAC), that is, the ability to use information‐processing strategies consistent with the level of NFC. Three different operationalizations of heuristic information processing were used: recall of information consistent with the impression (Study 1); pre‐decisional information search (Study 2); and stereotypic impression formation (Study 3). The results of the studies showed that there were positive relationships between NFC and heuristic information processing when participants assessed themselves as being able to use cognitive strategies consistent with their level of NFC (high AAC). For individuals with low AAC, the relationships were negative. Our data show that motivation–cognition interactions influence the information‐processing style.     

Psychosomatic Health: The Body and the Word

Abstract

Why do men get firsts and women gets seconds? This question is currently being debated by some in Oxford University, but not elsewhere, where men's educational under-achievement - in secondary-school league tables, for instance (see, e.g., Phillips 1993) - is more often a matter of concern. Stephen Frosh (1998) has considered both issues in terms of the way young men are constructed and construct themselves through performing and acting on prevailing stereotypes about men and masculinity. These stereotypes include recklessness, not caution, which Maryanne Martin (1998) says contributes to men getting firsts at Oxford by virtue of this trait being rewarded by Oxford University's tutorial and examination system.

In the following pages I too will talk about the equation of men with recklessness. Or, more accurately, I will talk about the way in which men and women act on nightmares and dreams that often glorify men, not least as reckless heroes, in large part because, despite the gains of feminism, glory is still more often men's than women's prerogative in male-dominated society, of which Oxford University is a prime example. I too will consider how this might contribute to men more often getting firsts, and to women more often getting seconds in finals in Oxford. I will end with some implications of my findings for therapy - at least, for the kind of therapy I do as a Freudian therapist. I will therefore begin with Freud.     

A relationship with Señor de Carácuaro

The present paper explores the issue of personal relationships in the context of pilgrimage. Most literature about pilgrimage in Latin America focuses on the journey, or on the alleged ‘sacred power’ located in the shrine and sought by the pilgrims. I argue that, from the perspective of the participants’ experience, pilgrimage could be understood in terms of personal relationships with particular holy beings, who are perceived as agents. Through the particular case of Marta, a young Purhépecha woman from Lake Pátzcuaro (Mexico), I will examine the modes in which people from this area relate, interact and communicate with saintly beings in the context of pilgrimage; the connection of vows with quotidian experience; and the implications of relationships with saints for people in their everyday lives.     

What Are You Really Saying? Associations between Shyness and Verbal Irony Comprehension

Verbal irony exploits the ambiguity inherent in language by using the discrepancy between a speaker's intended meaning and the literal meaning of his or her words to achieve social goals. Irony provides a window into children's developing pragmatic competence. Yet, little research exists on individual differences that may disrupt this understanding. For example, verbal irony may challenge shy children, who tend to interpret ambiguous stimuli as being threatening and who have difficulty mentalizing in social contexts. We examined whether shyness is related to the interpretation of ironic statements. Ninety‐nine children (8–12 year olds) listened to stories wherein one character made either a literal or ironic criticism or a literal or ironic compliment. Children appraised the speaker's belief and communicative intention. Shyness was assessed using self‐report measures of social anxiety symptoms and shy negative affect. Shyness was not related to children's comprehension of the counterfactual nature of ironic statements. However, shyness was related to children's ratings of speaker meanness for ironic statements. Thus, although not related to the understanding that speakers intended to communicate their true beliefs, shyness was related to children's construal of the social meaning of irony. Such subtle differences in language interpretation may underlie some of the social difficulties facing shy children. Copyright © 2012 John Wiley & Sons, Ltd.     

Paternal Postnatal and Subsequent Mental Health Symptoms and Child Socio‐Emotional and Behavioural Problems at School Entry

Research on the effect of paternal mental health problems, particularly on young children, is based predominantly on clinical levels of depression. Furthermore, potential mediators such as marital discord have often been overlooked. This longitudinal community study assessed the association between paternal mental health symptoms in a community sample (N = 705) assessed at 3 months postnatally (Edinburgh Postnatal Depression Scale) and 36 months (General Health Questionnaire) and children's socio‐emotional and behavioural problems at 51 months (Strengths and Difficulties Questionnaire) as reported by mother, father and teacher. Controlling for socioeconomic status and maternal mental health symptoms at 3 and 36 months, paternal postnatal depressive symptoms predicted more father‐reported child problems at 51 months but, in contrast to previous findings, not mother‐reported problems. Paternal mental health symptoms at 36 months predicted both maternal and paternal reports of child problems at 51 months controlling for both paternal and maternal postnatal symptoms. Paternal mental health symptoms at 3 and 36 months were not significant predictors of teacher‐reported child problems. Postnatal marital discord and paternal mental health problems at 36 months both mediated the relationship between paternal postnatal symptoms and later child emotional and behavioural problems. Child gender did not moderate the relationship. Implications for interventions are discussed. Copyright © 2013 John Wiley & Sons, Ltd.     

Heterogeneity in Maltreated and Non‐maltreated Preschool Children's Inhibitory Control: The Interplay Between Parenting Quality and Child Temperament

This study examined the contribution of child temperament, parenting, and their interaction on inhibitory control development in a sample of maltreated and non‐maltreated preschool children. One hundred and eighteen mother–child dyads were drawn from predominantly low‐income, rural communities. Dyads participated in a laboratory session in which maternal warm autonomy support, warm guidance, and strict/hostile control were observationally coded during a joint teaching task. Independent assessments of children's inhibitory control were obtained, and observers rated children's temperament. After relevant covariates, including income, maternal education, and child age and IQ were controlled for, there were no differences between the maltreatment and non‐maltreatment groups in either children's inhibitory control or mothers' behaviours in the laboratory session. Even after much of the variance in children's inhibitory control was accounted for from the covariates, children's temperamental negativity moderated the effects of warm autonomy support on inhibitory control in both maltreatment and non‐maltreatment groups. Temperamentally negative children whose mothers displayed more warm autonomy support showed greater inhibitory control, at levels on par with low‐negative children. Findings suggest that heterogeneity in children's self‐regulation may be due in part to individual differences in sensitivity to caregiver support for children's independence, even among those exposed to maltreatment. Copyright © 2013 John Wiley & Sons, Ltd.     

Comparison Facilitates Children's Learning of Names for Parts

Learning names for parts of objects can be challenging for children, as it requires overcoming their tendency to name whole objects. We test whether comparing items can facilitate learning names for their parts. Applying the structure-mapping theory of comparison leads to two predictions: (a) young children will find it easier to identify a common part between two very similar items than between two dissimilar items (because the similar pair is easier to align); (b) close alignments potentiate far alignments: children will be better able to extend a novel part name to a dissimilar object after having extended it to a similar object. In three studies, 227 preschool children mapped novel part terms to new animals or objects. Both predictions were confirmed. Children more accurately extended novel part terms to objects that were similar to the standard than to objects that were dissimilar (Experiments 1 and 2), and children more accurately extended novel part names to dissimilar objects after having extended them to similar objects (Experiment 3). We conclude that structure-mapping processes can support part learning.     

Loss Experiences In Disability Sport

Abstract

Sport scientists have started to amass a small body of knowledge on loss in sport. Viewing sport retirement from a loss framework is particularly appropriate when examining transitions out of disability sport because athletes with disabilities are at risk for facing unique losses when they lease sport (Martin, 1996; Wheeler, Malone, & Steadward, 1996). The purpose of this article is to discuss loss experiences in disability sport from psychological, social, and physiological perspectives.